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Definition of Learning Disabilities

The regulations for Public Law (P.L.) 101-476, the
Individuals with Disabilities Education Act (IDEA), formerly P.L.
94-142, the Education of the Handicapped Act (EHA), define a
learning disability as a "disorder in one or more of the basic
psychological processes involved in understanding or in using
spoken or written language, which may manifest itself in an
imperfect ability to listen, think, speak, read, write, spell or
to do mathematical calculations."

The Federal definition further states that learning
disabilities include "such conditions as perceptual disabilities,
brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia." According to the law, learning
disabilities do not include learning problems that are
primarily the result of visual, hearing, or motor disabilities;
mental retardation; or environmental,cultural, or economic
disadvantage. Definitions of learning disabilities also vary
among states.

Having a single term to describe this category of children
with disabilities reduces some of the confusion, but there are
many conflicting theories about what causes learning disabilities
and how many there are. The label "learning disabilities" is
all-embracing; it describes a syndrome, not a specific child with
specific problems. The definition assists in classifying
children, not teaching them. Parents and teachers need to
concentrate on the individual child. They need to observe both
how and how well the child performs, to assess strengths and
weaknesses, and develop ways to help each child learn. It is
important to remember that there is a high degree of
interrelationship and overlapping among the areas of learning.
Therefore,children with learning disabilities may exhibit a
combination of characteristics.

These problems may mildly, moderately, or severely impair
the learning process.

Incidence

Many different estimates of the number of children with
learning disabilities have appeared in the literature (ranging
from 1% to 30% of the general population). In 1987, the
Interagency Committee on Learning Disabilities concluded that 5%
to 10% is a reasonable estimate of the percentage of persons
affected by learning disabilities. The U.S. Department of
Education (1994) reported that more than 4% of all school aged
children received special education services for learning
disabilities and that in the 1992-93 school year over 2 million
children with learning disabilities were served. Differences in
estimates perhaps reflect variations in the definition.

Characteristics

Learning disabilities are characterized by a significant
difference in the child's achievement in some areas, as compared
to his or her overall intelligence.

Students who have learning disabilities may exhibit a wide
range of traits, including problems with reading comprehension,
spoken language, writing, or reasoning ability. Hyperactivity,
inattention, and perceptual coordination problems may also be
associated with learning disabilities. Other traits that may be
present include a variety of symptoms, such as uneven and
unpredictable test performance, perceptual impairments, motor
disorders, and behaviors such as impulsiveness, low tolerance for
frustration, and problems in handling day-to-day social
interactions and situations.

Learning disabilities may occur in the following academic
areas:

Spoken language: Delays, disorders, or discrepancies in
listening and speaking

Educational Implications

Because learning disabilities are manifested in a variety of
behavior patterns, the Individual Education Program (IEP) must be
designed carefully. A team approach is important for educating
the child with a learning disability, beginning with the
assessment process and continuing through the development of the
IEP. Close collaboration among special class teachers, parents,
resource room teachers, regular class teachers, and others will
facilitate the overall development of a child with learning
disabilities.

Some teachers report that the following strategies have been
effective with some students who have learning disabilities:

Capitalize on the student's strengths

Provide high structure and clear expectations

Use short sentences and a simple vocabulary

Provide opportunities for success in a supportive
atmosphere to help build self-esteem

Allow flexibility in classroom procedures (e.g.,
allowing the use of tape recorders for note-taking and
test-taking when students have trouble with
written language)

Make use of self-correcting materials, which provide
immediate feedback
without embarrassment

Use computers for drill and practice and teaching word
processing

Provide positive reinforcement of appropriate social
skills at school and home

Recognize that students with learning disabilities can
greatly benefit from the gift of time to grow and
mature

Update, June 1997

This fact sheet is made possible through Cooperative Agreement
#H030A30003 between the Academy for Educational Development and
the Office of Special Education Programs. The contents of this
publication do not necessarily reflect the views or policies of
the Department of Education, nor does mention of trade names,
commercial products or organizations imply endorsement by the
U.S. Government.